Enhancing Student Learning: The Applications of Formative Assessment in Mathematics

In contrast to summative assessment (infrequent, long tests given well after material has been taught), formative assessment enhances learning by motivating students and by providing teachers with more extensive feedback. Consistent, short assessments conducted within a week of learning a new concept are direct manifestations of academic progress to both teachers and students. When students can visually map their progress using the empirical evidence provided by frequent assessments, they are more likely to be motivated and persistent in their studies. Teachers also get a clear picture of the efficacy of their instructional methods. Formative assessment is collaborative, interactive, and positive: three qualities that should characterize any type of education. Translating Formative Assessment into the Language of MathematicsFormative assessment means more than just frequent testing. Teachers must organize and analyze the evidence they gather from assessments, using it to develop more informed and successful methods and lesson plans. For math teachers, this means that formative assessments should be developed around goals for student learning such as increased accuracy, deeper understanding of concepts, correct use of vocabulary, logical application of knowledge to new problems, etc. Assessment results should then be analyzed in terms of the goals set by the teacher, and instruction should be modified accordingly. Math-Specific Teaching and Learning StrategiesWritten tests can be effective ways to conduct formative assessment, but oral tests and homework are also important focal points. In any of these cases, it helps to make the assessment more interactive:· Prior to teaching the meaning of new math terminology, have students write down their own definitions for the words. Have them re-write these definitions after instruction. Collect both versions and analyze for basic understanding before building upon this knowledge.· When teaching students to solve a new type of problem, write out a sample problem on the board along with three or four different answers. Have the students vote on which answer is correct, and then engage students in discussion: which mistakes led to the wrong answers? This strategy helps prevent errors and indicates the depth of students’ understanding of new problem-solving patterns.· Have students write out the steps they take from first viewing a problem to writing down the solution. This can help identify gaps in the problem-solving process so that they can be addressed by further targeted instruction. · Base summative assessments on insights gained from formative assessments. Write tests to analyze documented problem areas and watch for signs of improvement.

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